Negotiating the dichotomy of Boffin and Triad: British-Chinese pupils' constructions of 'laddism'

Little research has examined constructions of gender among young British‐Chinese. This paper seeks to further understanding in this area, particularly in relation to notions of ‘laddism’ currently deployed in educational policy discourse around gender and achievement. As a group British‐Chinese boys tend to very high achievement in the British Education system. The notion of ‘laddish behaviour’ as an explanation for boys’ apparent underachievement in comparison to girls at GCSE level was discussed with British‐Chinese pupils. An overwhelming majority of British‐Chinese pupils supported this explanation, and a majority of these pupils applied notions of ‘laddish behaviour’ to British‐Chinese boys, to some extent contesting stereotypes of the Chinese as uniformly ‘good pupils’. However, the discourses of ‘the good Chinese pupil’ and ‘Chinese value of education’ were frequently drawn on by pupil respondents, with the result that the pupils often presented British‐Chinese manifestations of ‘laddism’ as mild versions in comparison with pernicious ‘others’. The paper discusses different presentations of laddism among some of the male respondents. It concludes by analysing the impact of ‘raced’ and gendered discourses on British‐Chinese constructions of masculinity. British‐Chinese boys may be able to adopt versions of masculinity which do not impede their learning, but this tended to result in their masculinity being problematised in teacher discourse.     

Training Counselors to Use Computer‐Assisted Career Guidance Systems More Effectively: A Model Curriculum

A model graduate training curriculum that emphasizes the counselor's role in assisting clients in the effective use of computer‐assisted career guidance (CACG) systems is described. This 4‐module graduate training program emphasizes client readiness and exploration using CACG systems, skill building and simulation exercises, and service learning with career clients. The study is evaluated from the perspectives of counselor educators, counselor trainees, and career clients. Findings from 4 institutions support the efficacy of a model curriculum for graduate training and the beneficial outcomes of using CACG systems under appropriate conditions.     

Making a home, finding a job: investigating early housing and employment outcomes for young people leaving care

This paper presents findings from a new study of outcomes for young people leaving care funded by the Department for Education and Skills. It reports findings for a sample of 106 young people in relation to progress made in housing and employment some 12–15 months after leaving care. The generally poor employment outcomes of care leavers are acknowledged, but ingredients that make for success are also highlighted, including the value of settled care and post‐care careers, sound career planning and, significantly, the value of delaying young people’s transitions from care. Early career paths also interconnect with how young people fare in housing, in developing life skills and with other problems in their lives after leaving care. Housing outcomes were more encouraging and predominantly shaped by events after leaving care, and faring well in housing was the factor most closely associated with positive mental well‐being in young people. Some groups that are at risk of faring badly are identified, including young people with mental‐health problems, young people with persistent offending or substance misuse problems and, in some respects, young disabled people. The implications of these findings for leaving care services are considered.     

Charting the development of emotion recognition from 6 years of age

Recognition of emotions within others is a necessary life skill. We know that this is a learnt skill, which develops throughout childhood and is deficient in some individuals. To put individual development in context, it is necessary to understand the nature of development amongst the normal population. Age-related centiles can be used to add this context. The level of emotion recognition is assessed using an ordinal outcome scale, and hence establishing age-related centiles for these measures creates particular analytical problems. In this paper, we use methodology previously developed by us for monitoring the development of visual acuity during childhood to calculate age-related centiles for emotion recognition ratings. The ratings do not consistently improve with age and appear to be affected by hormonal developments. A comparison of ability to rate emotions according to the stage of pubertal development is used to illustrate how the conversion of ordinal assessments to continuous centile scores facilitates the investigation. The specific issues relating to the application of the methodology to data that are not consistent in the direction of change with age and where large amounts of data can be gathered electronically are discussed.     

The Ties that Bind: Support from Birth Families and Substitute Families for Young People Leaving Care

This paper draws on findings from a study of outcomes for youngpeople leaving care funded by the Department for Education andSkills. It explores the informal support networks availableto a sample of 106 young people over a period of 12–15months after leaving care. It examines patterns of contact withbirth families and caregivers, the support that emanated fromthese links and the strategies of leaving care professionalsto strengthen these connections. It also considers the new familiescreated by many young people through relationships with partnersand the onset of parenthood and discusses the continuing supportneeds of young parents. The paper situates the needs and experiencesof care leavers in a wider youth transitions framework and highlightsthe need for continuing professional attention to be given tostrengthening family links as one strategy for helping careleavers to negotiate the transition to adulthood.     

An Eight Component Decision-Making Model for Problem Gambling:A Systems Approach to Stimulate Integrative Research

Problem Gambling (PG) represents a serious problem for affected individuals, their families and society in general. Previous approaches to understanding PG have been confined to only a subset of the psychobiological factors influencing PG. We present a model that attempts to integrate potential causal factors across levels of organization, providing empirical evidence from the vast literature on PG and complimentary literatures in decision-making and addiction. The model posits that components are arranged systematically to bias decisions in favor of either immediately approaching or avoiding targets affording the opportunity for immediate reward. Dopamine, Testosterone and Endogenous Opioids favor immediate approach, while Serotonin and Cortisol favor inhibition. Glutamate is involved in associative learning between stimuli and promotes the approach response through its link to the DA reward system. GABA functions to monitor performance and curb impulsive decision-making. Finally, while very high levels of Norepinephrine can induce arousal to an extent that is detrimental to sound decision-making, the reactivity of the Norepinephrine system and its effects of Cortisol levels can shift the focus towards long-term consequences, thereby inhibiting impulsive decisions. Empirical evidence is provided showing the effects of each component on PG and decision-making across behavioural, neuropsychological, functional neuroimaging and genetic levels. Last, an effect size analysis of the growing pharmacotherapy literature is presented. It is hoped that this model will stimulate multi-level research to solidify our comprehension of biased decision-making in PG and suggest pharmacological and psychological approaches to treatment.     

Cost effectiveness of an integrated service delivery model as measured by worker retention

This study sought to examine the impact of housing child welfare ongoing teams in the community, near client neighborhoods, and in a setting that also co-locates other service providers that serve the same clients. The focus was the impact of location and service integration on perceptions of worker stress and actual worker turnover. Thirty four workers from this type of setting and from a more traditional setting in two urban cities in a Southern state were interviewed. In addition turnover rates were calculated and compared. It was found that those located near clients and with staff from other agencies had better morale, lower stress levels, more positive attitudes toward clients and client contexts, knew more about the communities the clients lived in and had more chances to collaborate to solve client problems than those in a more traditional setting with co-location only with family support staff. The turnover rate was lower in the integrated service delivery setting than in either the traditional setting or the state overall. Thus, integration of service delivery benefits not only the child welfare workforce participants, but also the clients who have greater access to other service providers and to the bottom line of the agency through the retention of workers. Implications are described.